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Abbott, Keeley; Ellis, Sonja; Abbott, Rachel (2015)
Publisher: Haworth Press
Languages: English
Types: Article
Legislation that applies to UK SRE currently advocates inclusive provision. Given the nonstatutory status of SRE, however, it is unclear how teachers incorporate sexual inclusivity, especially as research has shown that teachers’ discursive practices can promote a heteronormative SRE climate (Renn, 2010). Using a discursive psychological approach to analyze interview data, this study examined how teachers account for their provision as inclusive. It was revealed that even when promoting their inclusivity, teachers’ SRE provision upholds heteronormativity. In doing this, they positioned LGB and same-sex practices outside of the classroom, potentially leaving these young people without a sufficient sex education.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

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    • doi:10.1080/00224490109552080 Chambers D, Van Loon J & Tincknell E. (2004) Teachers' views of teenage sexual morality. British Journal of Sociology of Education. 25(5), 563-576. doi: 10.1080/0142569042000252053 Corteen, K. (2006). Schools' fulfilment of sex and relationship education documentation: Three school‐ based case studies. Sex Education, 6(1), 77-99. doi: 10.1080/14681810500508741
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  • Discovered through pilot similarity algorithms. Send us your feedback.

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